NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1085072
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1057-3569
Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students with Diverse Language Backgrounds
Keller-Margulis, Milena; Payan, Anita; Jaspers, Kathryn E.; Brewton, Christie
Reading & Writing Quarterly, v32 n2 p174-198 2016
The use of curriculum-based measurement (CBM) for screening is well established, but there has been less research regarding the technical adequacy of written expression CBM (WE-CBM) for screening and the utility of this type of measure when used with students with diverse language backgrounds. The purpose of this study was to examine the validity and diagnostic accuracy of various WE-CBM indicators for 139 4th-grade students from diverse language backgrounds (89 native English-speaking students, 19 English language learners, and 31 Monitored students). We examined the validity of WE-CBM with the statewide writing achievement test and studied the diagnostic accuracy of WE-CBM for determining students at risk using receiver-operating characteristic curves. Results suggest that WE-CBM varies in validity and diagnostic accuracy across students and depending on the WE-CBM scoring indicator used. Additional research on the use of WE-CBM, particularly with diverse groups of students, is greatly needed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A